RUME 28
2026
Alexandria, Virginia
Impact of Reflective Practices and Videos on Graduate Teaching Assistants’ Pedagogy
Page: 1498
The development of instructional practices, skills, and pedagogical content knowledge is a key aspect of training Graduate Teaching Assistants (GTAs). Current work, like the CoMinDS resource, shared at RUME conferences, aims to understand and support GTAs as they develop these professional teaching practices. This study was conducted in a GTA seminar for an inquiry based precalculus course to investigate the impact of guided reflection, alongside video recording, on graduate teachers’ pedagogy and how it supports decentering. We observed and recorded novice GTA lessons and had them complete guided self reflection forms immediately after teaching a lesson, and then while they watched the recording of the lesson. They then met with a co-instructor for the seminar to discuss their noticings, areas of improvement, and areas of successful student-centered teaching practices. This poster will provide examples of the conversations had between the co-instructor and GTAs after 2 different observations to show the change in pedagogical approaches from the GTAs. This study supports the findings that self reflective teaching and video recordings help teachers change their teaching practices to be less teacher-centered and more student-centered.